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  • Jo TondeurJohan van Braak(Ghent University)

    Fazilat Siddiq, Ronny Scherer (University of Oslo)

    Evrim BaranMiddle East Technical University

    ETWC2016 Conference

  • The government set 3 goals for ICT in educationMr. Lambas Lambas, curriculum Centre, Report of the

    implementation of ICT in Education in Indonesia

  • #1

  • #2

  • #3

  • Teacher training institutions (TTI)are expected to prepare future teachers to adequately integrate ICT in educationin order to meet these goals

    Aesaert et al., 2013; Kennisnet, nd; Siddiq et al., 2016; Tondeur et al., 2016

  • BUT implementing ICT in (teacher) education is facing many problems. Among these are 1) the high costs (of infrastructure and Internet)2) the integration of ICT in the curriculum (Indonesian Government, Unesco Bangkok Report)

    Koehler & Mishra, 2009

  • Can TTIs affect teachers TPACK:

    Synthesis of qualitative evidence (SQD-model)?


  • 1) explore the support pre-service teachers receive in their TTI (the strategies included in the SQD-model) and

    2) to examined the influence of these strategies on future teachers ability to use technology in education.

    Purpose of the study

  • Survey 21 Teacher Training Institutions (TTI)in Flanders (Belgium)

    Respondents688 Last-year-pre-service students74.1% femalesAverage age: 25 years (SD = 7.3 years)

    ProcedureOnline survey June 2014Reminder in May > Deadline July

    SurveySample and procedure (1)

  • SQD

    Six-point likert scale rangingfrom (1) totally disagree to (6) totally agree

    Instructional designWe received help to use ICT when developing educational materials

    Evaluation and feedbackI received sufficient feedback about the use of ICT in my lessonsMy competences with ICT were thoroughly evaluated

    (Tondeur, van Braak, Siddiq, & Scherer, 2016)

  • Descriptive statistics of the SQD subscales.

    Subscale M SD #Items Std. M

    AUTH. EXPERIENCES 8.37 3.29 3 2.79 FEEDBACK 7.40 3.48 3 2.47 DESIGN 10.54 4.40 4 2.63 REFLECTION 10.78 4.32 4 2.70 ROLE MODELS 11.32 4.29 4 2.83 COLLABORATION 10.95 4.14 4 2.74

    Note. #Items = Number of items, Std.M = Mean standardized by the number of items.




    Five-point likert scale rangingfrom (1) I completely disagree to (5) I completely agree

    TPKI can choose technologies that enhance students learning for a lesson.

    TPCKI can teach lessons that appropriately combine technologies, literacy, and teaching approaches

    TKI know how to solve my own technical problems.

  • Impact of SQD on TPACK

    > The results showed that the SQD strategies were significantly related to pre-service teachers perceptions of their TPACK

    Subscale TCK .49TPK .49TPCK .49TK .37Note. p < .001.Fit statistics for the resultant model: CFI = .92, RMSEA = .06

  • Multiple case studySample and procedure (2)




  • Lack of role models

    We had to reflect all the timeBut not about the use of ICT in education


    No room for reflection

    They [teacher educators] stood in front of an IWB or a beamer,

    but that was not how they wanted us to use ICT in primary

    schools. They expect that children use it (ICT).


  • Learning by design? Impact!

    Collaboration? Only informal

    Because weve made all these assignments (in our TEI), for example [work with] Interactive Excel, were

    able to use it now in our [teaching] practice. [Ben,TEI1/S1]



  • Authentic experiences: Impact!

    Beginning teachers underscored the role of mentor teachers in providing feedback since they were always present in the


    Evaluation & feedback? One of the main problems in TTI

    Ive tested it during my internship, that was actually a big risk, and since then it turned out well Im now able to use it here.


  • Discussion

    TTIs can affect pre-service teachers uptake of ICT.SQD is associated to TPACK

    Respondents acknowledged the importance of SQD-strategies but not all of them where addressed during their pre-service training

    Helping pre-service teachers to design ICT-rich lessons and providing feedback is challenging.Q





  • Aesaert,K.,Vanderlinde,R.,Tondeur,J.,&vanBraak,J.(2013).Thecontentofeducational technology curricula:across-curricularstateofthe art.Educational TechnologyResearchand Development,61(1),131-151.

    Banas,J.R.,&York,C.S.(2014).Authentic learning exercises asameansto influence preserviceteacherstechnology integration self-efficacy and intentions to integrate technology.Australasian JournalofEducational Technology,30(6).

    Koehler,M.J.,&Mishra,P.(2009).What istechnological pedagogical contentknowledge.Contemporary issuesintechnology andteachereducation,9(1),60-70.

    Siddiq,F.,Scherer,R.,&Tondeur,J.(2016).Teachers'emphasis ondeveloping students'digitalinformationand communication skills(TEDDICS):Anewconstructin21stcentury education.Computers&Education,92,1-14.

    Tondeur,J.,Aesaert,K.,Pynoo,B.,Braak,J.,Fraeyman,N.,&Erstad,O.(2016).Developing avalidated instrumentto measurepreserviceteachersICTcompetencies:Meetingthe demands ofthe 21stcentury.BritishJournalofEducational Technology.

    Tondeur,J.,vanBraak,J.,Sang,G.,Voogt,J.,Fisser,P.,&Ottenbreit-Leftwich,A.(2012).Preparingpre-serviceteachers to integratetechnology ineducation:Asynthesis ofqualitative evidence.Computers&Education,59(1),134-144.

    Tondeur,J.,Pareja Roblin,N.,vanBraak,J.,Fisser,P.,&Voogt,J.(2013).TechnologicalPedagogicalContentKnowledgeinteachereducation:insearchofanewcurriculum.EducationalStudies,39(2),239-243.

    Tondeur,J.,vanBraak,J.,Siddiq,F.,&Scherer,R.(2016).Timefor anewapproachto prepare future teachers for educationaltechnology use:Its meaning and measurement.Computers&Education,94,134-150.



  • Presentation / paper available viahttp://ugent.academia.edu/JoTondeur



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